Data Driven Strategies for Enhancing Student Success

Abstract

This paper demonstrates data-driven interventions and their impacts on student success. In particular, the relative contributions of instructor changes with associated course delivery changes, and tutoring/mentoring help in learning communities, are assessed. The results suggest that instructor change is a major parameter, and the contributions of tutoring programs are largely governed by the instructor's use of these programs in a strategic manner to help students where help is most needed. Additionally, course sequencing changes are also demonstrated using the Curricular Analytics software program. The addition of an engineering mathematics course to reduce the complexity associated with two Calculus courses is provided as an example. Even slight changes in the curricular complexity scores might result in significant improvements in students' ability to navigate through their curricular flow charts.